Age and gender differences in self‐control and its intergenerational transmission

Wang, L.; Fan, Chunyu; Tao, Ting; Gao, Wenbin

doi:10.1111/cch.12411

Cited by 29 publications

(27 citation statements)

References 38 publications

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“…This corresponds to our previous knowledge that has surfaced from psychological research that shows a positive relationship between age and some of the achievement-related characteristics that are included in the BUSS scale-particularly grit, resilience, strength-use, self-control, well-being and mind-set. Indeed, previous research presents an age related shift in self-control [52,53]; grit [19,20]; resilience [25]; well-being [68,69] and mind-set [61]. It is believed that these characteristics increase as we age for numerous reasons.…”

Section: Discussionmentioning

confidence: 99%

“…This implies that students' success and academic achievement are dependent on their ability to self-regulate, monitor their behaviour and control their actions [4]. For the most part research demonstrates that levels of self-control are similar among female and male university students [51]; however some research has also demonstrated that self-control is particularly male dominated [52]. While there are some discrepancies in the gender differences in self-control, research has demonstrated that university students are faced with several difficulties which test their self-control.…”

Section: Self-controlmentioning

confidence: 99%

“…While there are some discrepancies in the gender differences in self-control, research has demonstrated that university students are faced with several difficulties which test their self-control. As age increases, so does the ability to exercise self-control [52,53]. Yet, the relationship between self-control and university students remains unclear.…”

Section: Self-controlmentioning

confidence: 99%

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Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity- The Bolton Uni-Stride Scale (BUSS)

et al. 2020

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What factors determine success at University? For many years the construct of intelligence was felt to be critical. More recently, the construct of grit, has attracted the attention of many researchers, along with related concepts such as self-control, growth mind-sets and resilience. The authors of this paper have developed a specific measure of tenacity and selfcomposure, two constructs crucial to academic achievement. This measure comprises of 12 items drawn from the above constructs, but also including mental well-being and strengths use. In the first study, the authors report on the psychometric properties of the Bolton Uni-Stride Scale (BUSS). The new scale was administered to 1117 university students. Exploratory factor analysis (EFA) revealed two underlying factors, one labelled "tenacity" had seven items and accounted for 30% of the variance. The second was labelled "selfcomposure," and accounted for 14% of the variance. In the second study the BUSS was given to 340 undergraduate students along with the Grit Scale, the Self-Control Scale, the Mind-sets Quiz, the Connor Davidson Resilience Scale (CD-RISC 10) and the short Warwick Edinburgh Mental Well-being Scale (WEMWBS). This study presented evidence for good internal consistency reliability (.74) and test-retest reliability over three weeks was .70 for Tenacity and .77 for Self-composure. BUSS Academic Tenacity correlated highly with grit (.63), self-control (.59), resilience (.52), mind-sets (.35) and mental well-being (.54). The study also evidences good discriminative validity of the BUSS. A second study conducted confirmatory factor analysis (CFA), explaining a total of 44% of the variance. The authors have shown good support for the reliability and validity of the BUSS scale. It now needs to be tested in other universities and in different countries. It is the contention of the authors that academic tenacity will be a better measure of academic success than other competing measures, such as grit, on their own. Further research is needed to test this assertion.

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Section: Discussionmentioning

confidence: 99%

Section: Self-controlmentioning

confidence: 99%

Section: Self-controlmentioning

confidence: 99%

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Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity- The Bolton Uni-Stride Scale (BUSS)

et al. 2020

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“…Consistent with the previous study (Candeias et al, 2017;Angela Lee Duckworth & Seligman, 2006;Jo & Bouffard, 2014), male and female were differing in self-control, which female reported better than male. But this finding differs with Wang, Fan, Tao, and Gao (2017), which yield on male superior in Asian sample. This inconsistency perhaps linked with the cultural background lying on the sample.…”

Section: Discussionmentioning

confidence: 59%

Exploring the Role of Self-Control on Student Procrastination

Wijaya¹,

Tori²

2018

IJRICE

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Procrastination is widespread across the nation and setting. Its occur commonly in an academic setting which has many demands and deadline. One high association with procrastination is self self-control on student procrastination. There were 100 undergraduate students enrolled this study, from religious education faculty of a private university in Yogyakarta. Pure Procrastination Scale, Procrastination Academic Scale for Student, and Brief Self student procrastination and self negative with both of general and academic procrastination. Also, self procrastination both in an academic and general setting. As an additional, there were significantly different between the lowest and highest procrastination group based on student self big size-effect reported. For further analysis, the prevalence of six areas of academic procrastination also discuss.

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“…In terms of age, it was found that the lower the age, the greater the negative impact of WhatsApp, the greater the negative consequences derived from the use of this tool, the greater the control of intimate relationships through this application was made and the greater the problematic use of WhatsApp was experienced, although due to the low correlation, the results need to be interpreted with caution. This could be because young people are more vulnerable to addiction in general and to problematic Internet use in particular, possibly because they are less self-controlled, less selfregulatory and more exposed to the network and new technologies (Jacobson, Bailin, Milanaik, Adesman, 2016;Wang, Fan, Tao & Gao, 2017). In addition, young people are less aware of the negative consequences of their actions, which would lead them to continue with addictive behaviours and experience an increasing negative impact.…”

Section: Discussionmentioning

confidence: 99%

Development and validation of the WhatsApp Negative Impact scale (WANIS)

Bernal-Ruiz¹,

Rosa‐Alcázar²,

Calatayud³

2019

AN PSICOL-SPAIN

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The use of instant messaging affects different areas of users’ daily lives (personal, social, family, work). The aim of this research was to develop and validate a scale that measures the negative impact of WhatsApp's use in several areas (WANIS). Two studies were conducted. The first one was a pilot study in which the scale was built. The sample consisted of 95 university students aged between 17 and 27. (M = 21.34; SD = 2.11). In the second study, the factor structure was examined and the validity of the scale was analysed from a sample of 630 university students aged between 18 and 62 (M = 21.23; DT = 4.32). The exploratory factor analysis revealed that the three-factor solution was most appropriate for interpreting the scale. The instrument had high reliability and good convergent and discriminant validity. The results indicated that sex, marital status and employment status affected the negative impact experienced by WhatsApp users. This scale has proven to be a valid tool for assessing the impact that this instant messaging application has on controlling intimate relationships, the negative consequences of its use and the problematic use by users.

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Age and gender differences in self‐control and its intergenerational transmission

Abstract: The roles of age, gender, parental self-control and SES varied in a dual-systems model of self-control: good self-control and poor control. Implications of these results are discussed.

Cited by 29 publications

References 38 publications

Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity- The Bolton Uni-Stride Scale (BUSS)

Onwards and upwards: The development, piloting and validation of a new measure of academic tenacity- The Bolton Uni-Stride Scale (BUSS)

Exploring the Role of Self-Control on Student Procrastination

Development and validation of the WhatsApp Negative Impact scale (WANIS)

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